As a science educator, I view learning as the acquisition of knowledge and skills through study, experience, and practice. The discipline is too involved to acquire true understanding through solely reading about and listening to related facts. I present science to my students as a verb opposed to as a noun. As a verb, science is an action, and something you must be engaged in. I believe students need to be engaged in the lesson, in ways such as hands-on experiences and personal connections, in order to develop individual comprehension. Furthermore, I believe student curiosity should be fostered. With students actively engaged in the material, while asking questions and voicing opinions, a successful learning situation is developed.
I teach science, but more than that, I strive to teach a love for science. In the classroom, I feel my personal passion for science and learning is revealed through my teaching, which is something I hope to nurture in my students. I want my students to learn to love learning. Encouraging and guiding my students to making personal connections to the material being taught will supply the needed relationships for them to fully understand the scientific concepts. Without a reason to learn and understand, many students fail to try. I realize that not all students will grasp every concept in its entirety, so on our way to understanding the most important aspect is doing the science. Having students complete labs and other hands on activities, while questioning, developing hypotheses, and coming to conclusions, will allow them to behave and think like scientists and experience the amazing world of applied science.
The core content provides the main focus for each lesson. It is the nuts and bolts of what we are learning. Building off the core content is where student understanding takes place. I can teach a lesson on genetics, for example, and explain to my students about Punnett squares, Mendel and DNA. Without further explanation and inquiry, however, my students might have difficulty relating it to themselves and recognizing the importance of the material being taught. The core content is always the focus, but the personal relation and true understanding comes from further exploration. Individual and group discovery allows students the opportunity to come to these relations and understanding on their own, which proves to be more beneficial.
Introducing students and exposing them to all science has to offer is exciting! Thinking like a scientist, forming hypotheses, developing and testing experimental procedures, analyzing data and forming conclusions are all essential skills a young scientist must develop. I hope my enthusiasm for the topic will encourage my students and motivate them to be interested, to want to know more, and to further explore the topics with me. If there is something we want to know more about, I challenge my students to research the topic, as I do the same, and then we explore our findings together. Along with these skills my students build critical thinking and problem solving skills through scientific inquiry, group work, and hands-on laboratory work. My goal is to instill a passion for science in my students that allows them to never stop exploring, asking and challenging. Ultimately, my students will become life-long learners, taking their learned skills and knowledge beyond the classroom.
I believe varied methods are needed to accurately access what students are learning in my class, for all students do not excel in the same ways. Throughout the course of a unit, formative assessment through observation and discussion allows me to keep students focused and on track, while summative assessments at the end of units allow me to evaluate student understanding. To reach all learners, assessments vary from lab reports, to written tests, to oral presentations, and performance assessments to name a few.
I find it essential for my students to feel comfortable when approaching me with questions or concerns, and I encourage them to do so. Whether it is a quick question in regards to an assignment, or a bigger concern either academically or personally, I want my students to trust me and use me as a support system. My role as a teacher does not stop at teaching required material. For some students I may be the only source of guidance in their lives, so I am committed to my students as an educator, an advisor, and a mentor.
As an aspiring teacher I know there is much to learn, although I am confident with the foundation I have created throughout my coursework. I learn best by doing, and as a teacher I continuously and constantly reflect on my teaching, noting what goes well and what needs improvement. Student evaluations provide valuable feedback to reflect upon as well. On top of my personal growth as an educator, I feel continued education in the classroom as a student is important. Taking classes in education, science and technology are necessary to stay updated in my discipline and enhance my value as an educator.
“The beautiful thing about learning is that no one can take it away from you.” –B.B. King
Teaching Rationale
April 10th, 2009As a science educator, I view learning as the acquisition of knowledge and skills through study, experience, and practice. The discipline is too involved to acquire true understanding through solely reading about and listening to related facts. I present science to my students as a verb opposed to as a noun. As a verb, science is an action, and something you must be engaged in. I believe students need to be engaged in the lesson, in ways such as hands-on experiences and personal connections, in order to develop individual comprehension. Furthermore, I believe student curiosity should be fostered. With students actively engaged in the material, while asking questions and voicing opinions, a successful learning situation is developed.
I teach science, but more than that, I strive to teach a love for science. In the classroom, I feel my personal passion for science and learning is revealed through my teaching, which is something I hope to nurture in my students. I want my students to learn to love learning. Encouraging and guiding my students to making personal connections to the material being taught will supply the needed relationships for them to fully understand the scientific concepts. Without a reason to learn and understand, many students fail to try. I realize that not all students will grasp every concept in its entirety, so on our way to understanding the most important aspect is doing the science. Having students complete labs and other hands on activities, while questioning, developing hypotheses, and coming to conclusions, will allow them to behave and think like scientists and experience the amazing world of applied science.
The core content provides the main focus for each lesson. It is the nuts and bolts of what we are learning. Building off the core content is where student understanding takes place. I can teach a lesson on genetics, for example, and explain to my students about Punnett squares, Mendel and DNA. Without further explanation and inquiry, however, my students might have difficulty relating it to themselves and recognizing the importance of the material being taught. The core content is always the focus, but the personal relation and true understanding comes from further exploration. Individual and group discovery allows students the opportunity to come to these relations and understanding on their own, which proves to be more beneficial.
Introducing students and exposing them to all science has to offer is exciting! Thinking like a scientist, forming hypotheses, developing and testing experimental procedures, analyzing data and forming conclusions are all essential skills a young scientist must develop. I hope my enthusiasm for the topic will encourage my students and motivate them to be interested, to want to know more, and to further explore the topics with me. If there is something we want to know more about, I challenge my students to research the topic, as I do the same, and then we explore our findings together. Along with these skills my students build critical thinking and problem solving skills through scientific inquiry, group work, and hands-on laboratory work. My goal is to instill a passion for science in my students that allows them to never stop exploring, asking and challenging. Ultimately, my students will become life-long learners, taking their learned skills and knowledge beyond the classroom.
I believe varied methods are needed to accurately access what students are learning in my class, for all students do not excel in the same ways. Throughout the course of a unit, formative assessment through observation and discussion allows me to keep students focused and on track, while summative assessments at the end of units allow me to evaluate student understanding. To reach all learners, assessments vary from lab reports, to written tests, to oral presentations, and performance assessments to name a few.
I find it essential for my students to feel comfortable when approaching me with questions or concerns, and I encourage them to do so. Whether it is a quick question in regards to an assignment, or a bigger concern either academically or personally, I want my students to trust me and use me as a support system. My role as a teacher does not stop at teaching required material. For some students I may be the only source of guidance in their lives, so I am committed to my students as an educator, an advisor, and a mentor.
As an aspiring teacher I know there is much to learn, although I am confident with the foundation I have created throughout my coursework. I learn best by doing, and as a teacher I continuously and constantly reflect on my teaching, noting what goes well and what needs improvement. Student evaluations provide valuable feedback to reflect upon as well. On top of my personal growth as an educator, I feel continued education in the classroom as a student is important. Taking classes in education, science and technology are necessary to stay updated in my discipline and enhance my value as an educator.
“The beautiful thing about learning is that no one can take it away from you.” –B.B. King